Session Descriptions Audiology 2016: Collaborative Strategies for Students With Hearing Loss

Audiology - Online Conference Oct 2016These pre-recorded lectures are on-demand and last only an hour, so you can listen to them whenever time permits!

The Shifting Landscape of Educational Audiology
Donna Fisher Smiley, PhD, CCC-A

The ever-changing landscape of public education influences the educational experiences of children with hearing loss. Thus, school-based and clinic-based audiologists need to adapt how they think, work, and provide services to children with hearing loss and other auditory disorders. This session will provide updates on current educational policy initiatives and their impact on students with hearing loss as well as discuss practical strategies for collaboration among all professionals who are involved in educating these children.

After completing this session, you will be able to:

  • List current initiatives that affect the practice of school-based audiology
  • Discuss the unique contributions of audiologists to the educational setting
  • Describe ways to collaborate and communicate with other professionals to achieve positive outcomes for students with hearing loss

Acoustic Accessibility in the Classroom and Beyond
Joseph Smaldino, PhD, CCC-A

Access to the acoustics of speech in the classroom is a major determinant of successful listening and learning. Yet equal access to acoustics is an often-overlooked objective, which can be problematic for students who are hard of hearing or have other hearing challenges—as well as for virtually all students in noisy classrooms. This session will define and discuss the signficance of acoustic accessibility as well as identify challenges and potential solutions for achieving it.

After completing this session, you will be able to:

  • Describe the meaning and importance of acoustic accessibility
  • Discuss barriers to acoustic accessibility
  • Explain how to improve acoustic accessibility

Enhancing Cumulative Auditory Experience for Children Who Wear Hearing Aids
Elizabeth Walker, PhD, CCC-A/SLP, and Ryan McCreery, PhD, CCC-A

This session will describe auditory access—as well as potential barriers to it—for children with mild to severe hearing loss, focusing on the malleable factors that influence longitudinal outcomes for these children. Specifically, the presenters will focus on what predicts individual differences in these factors and how they influence children's performance on auditory development questionnaires, aided speech recognition outcomes, and language abilities. The session will also present results from the Outcomes of Children with Hearing Loss (OCHL) study. Finally, the session will describe practical strategies for maximizing cumulative auditory-linguistic experience for children who wear hearing aids.

After completing this session, you will be able to:

  • Describe the purpose, study design, and demographics of the OCHL sample
  • Describe the cumulative auditory experience hypothesis and how it relates to outcomes of children who are hard of hearing
  • Identify audiological and communication outcomes of children who are hard of hearing

Smoothing the Path: The Transition From Part C to Part B Services
Jane Seaton, MS, CCC-A/SLP

As children with hearing loss grow from infants and toddlers to school age, their families and service providers experience the challenging transition from family-centered services (often provided in-home under Part C of IDEA) to center-based, student-driven services (under Part B). This change often is complicated by differing rules, regulations, and funding guidelines under various parts of IDEA that may be administered under different governmental divisions at the state and local levels. This session will provide information about Part C and Part B of IDEA and suggest strategies and resources that can support transition team members in their collaborative efforts during this process for students with hearing challenges.

After completing this session, you will be able to:

  • Identify three key differences related to services under Part C and Part B of IDEA
  • Describe the roles of three collaborative partners included in the transition process for a student with hearing challenges
  • List three strategies for facilitating a smoother and less-stressful transition process from early intervention under Part C to services under Part B of IDEA

Fostering Independence: The Transition to Post-Secondary and Vocational Settings
Samuel R. Atcherson, PhD, CCC-A

In primary and secondary public schools, students with hearing loss generally are well-supported by various federal laws and one or more teachers and other professionals. However, once they enter the post-secondary education and vocational settings, individuals with hearing loss must be more independent as they self-disclose, self-advocate, and seek out services and technologies. Audiologists can help students during this major shift, and this session will explore a number of issues relevant to the transition, including the availability of resources and technology. The presenter will provide excerpts of his own progression as a person with hearing loss as well as case examples.

After completing this session, you will be able to:

  • Identify two resources for students with hearing loss anticipating transition from high school
  • List potentially beneficial assistive technologies for the post-secondary classroom and workforce
  • Describe strategies for audiologists to help students with hearing loss prepare for post-secondary education and the workplace

Counseling and Supporting Children and Teens With Hearing Loss
Ivette Cejas, PhD

Children and teens with hearing loss are at an increased risk for difficulties with social interactions, including challenges with peer relationships, decreased self-esteem, and the potential for being teased or bullied. This session will explore social and emotional outcomes in children and teens with hearing loss. The presenter will discuss data, assessment tools, signs of bullying and stratgies for preventing it, and strategies to empower children and teens with hearing loss to become self-advocates.

After completing this session, you will be able to:

  • List tools that can be used to assess children's social and emotional functioning
  • Identify and address bullying with children and teens with hearing loss
  • Describe strategies that can be used to help children and teens with hearing loss become self-advocates

Central Auditory Processing Disorders (CAPDs) Among School-Age Listeners
Jeanane M. Ferre, PhD, CCC-A

This session will discuss the nature of CAPDs; how they affect communication, academics, and sense of self; and how to meet the needs of students with CAPDs in ways that use all resources effectively. The speaker will describe the neuroscientific bases of processing disorders and the continuum of skills encompassed by that term as well as discuss assessments that reveal specific types of auditory processing disorders. The session also will describe deficit-specific interventions, including management strategies for the classroom and home, and remediation of auditory processing disorders. The discussion also will include Common Core-aligned goals and therapy benchmarks that are appropriate for specific processing types, implementable in a multi-tiered system of support model, and executable by speech-language pathologists, audiologists, and/or educational specialists.

After completing this session, you will be able to:

  • Describe the continuum of auditory-verbal processing skills and behavioral characteristics of students with auditory processing disorders
  • Describe age-appropriate assessment techniques to probe skills along the processing continuum
  • Implement intervention (management and remediation) for school that is effective and in line with the Common Core Standards in Speaking and Listening

Impact and Practical Strategies for Access
Krista Yuskow, AuD

Physical presence in a classroom does not necessarily guarantee a student who is hard of hearing equal access to the auditory curriculum. Indeed, there are many barriers to the child's access, many of which are frequently overlooked. This session will discuss barriers that affect access and practical strategies to overcome them.

After completing this session, you will be able to:

  • Identify curricular and noncurricular activities for which access may be a concern
  • Describe strategies to overcome barriers to access

Language and Literacy Development for Children With Hearing Loss
Anita Vereb, PhD, CCC-A

This session will explore how to best support and foster language and literacy development in children with hearing loss. The presenter will discuss the components of early literacy development and resources available to support language and literacy development for children of various ages.

After completing this session, you will be able to:

  • Describe the various components/strands of literacy development
  • Identify resources/tools to support literacy development for children of various ages

Smartphone and Tablet Apps for Students With Hearing Loss
Tina Childress, MA, CCC-A

More and more, smartphones, tablets, and apps are being used as intervention and communication tools. This technology allows for more widespread use of tools for captioning; video conferencing; measuring loudness levels in different environments; activities for speech, language, and auditory training; and learning sign language. This session provides an overview of how to leverage touch technology, what features are needed when working with deaf and hard of hearing students, as well as a sampling of apps, including where to find free and discounted apps. Be sure to have your device available during this session!

After completing this session, you will be able to:

  • Identify reduced price or free apps for use in intervention and as communication tools
  • List some of the features of mobile technology that can help clients with speech or hearing difficulties
  • Utilize resources for app reviews and updates on new products

“Out of the Box” Thinking for Auditory Skills Development
Mary Ellen Nevins, EdD, and Kimberlee A. Crass, PhD, CCC-SLP

Pediatric and educational audiologists play an important role in guiding families, early interventionists, speech-language pathologists, and classroom teachers in establishing and advancing the listening skills that support language learning and later literacy. Providing family-centered services and encouraging interprofessional collaboration that embeds auditory “work” in naturalistic home-based or classroom-based routines can help achieve this important goal. This session will discuss the intersection of auditory skills development and communication and coaching styles and will delineate the considerable, empowering role that the audiologist can play in the listening, spoken language, and literacy development of children who are deaf or hard of hearing.

After completing this session, you will be able to:

  • Compare and contrast a top-down and bottom-up perspective on the development of auditory skills in children who are deaf or hard of hearing
  • Select communication styles and strategies that encourage families and professionals to build confidence in their own ability to support auditory skills development

Cochlear Implants in the Classroom
Kelly Nichols Starr, MA, CCC-SLP, LSLS Cert AVT, and Teresa A. Zwolan, PhD, CCC-A

This session will outline the types of services that students with cochlear implants (CIs) can receive, regardless of educational setting, including classroom accommodations and specific services provided by the classroom teacher, speech-language pathologist, educational audiologist, CI audiologist, auditory-verbal therapist, and other professionals. Additionally, the session will discuss techniques that classroom teachers, parents, and students can use to maximize academic success for students with CIs.

After completing this session, you will be able to:

  • List accommodations that can be used in the classroom to maximize hearing
  • Define the roles various professionals play in ensuring success in the classroom for a child with a cochlear implant
  • Describe various auditory strategies that can be used to facilitate classroom learning for various age groups of children

Interprofessional Collaboration to Support Students With Hearing Loss
Linda Thibodeau, PhD, CCC-A

Many students with hearing loss are seen by a speech-language pathologist more frequently than by an educational audiologist. Therefore, collaboration between the professionals is essential to maximize the benefits of the interventions and technologies provided for students. This session will describe formats for collaboration, present tools to facilitate this partnership, and offer suggestions for the roles and responsibilities of the various people involved with students, including audiologists, speech-language pathologists, teachers, principals, administrators, technology coordinators, and parents.

After completing this session, you will be able to:

  • Share online tools with classroom teachers regarding proper use and care of hearing technology
  • Use a virtual spreadsheet for communication among professionals regarding student needs
  • Identify problems with hearing technology that require the expertise of an audiologist on-site versus a virtual consultation

Articulate Your Value: Outcome Measures of School-Based Audiology Services
Cheryl DeConde Johnson, EdD

For a variety of reasons—including the growth of interprofessional practice, outcomes-based performance evaluations, and professional responsibility to ensure effective communication for students with hearing deficits—educational audiologists need to be able to articulate their value to their school system and the students they support. This session will discuss the challenges of defining and articulating your value and provide tools and strategies for doing this.

After completing this session, you will be able to:

  • Evaluate local outcomes of services for students with auditory deficits based on a framework and indicators developed by the Educational Audiology Association
  • Articulate the effective communication requirements under the Americans with Disabilities Act (ADA)
  • Utilize a guideline for suggested roles and responsibilities for educational audiologists, teachers, and SLPs to guide service provision

Universal Design for Learning and Access to Education
Andrea Hillock Dunn, AuD, PhD, CCC-A, and Sherri Vernelson, MEd

This session will discuss the impact of hearing loss on a child's ability to access sound and speech in the educational environment as well as the effect of acoustic factors, technology, and other supports on speech understanding and academic performance.  Additionally, the session will describe the concepts of Universal Design for Learning (UDL) and how they can be applied to educate students who are deaf and hard of hearing.

After completing this session, you will be able to:

  • Discuss the impact of hearing loss on educational achievement
  • Describe ways to optimize the educational environment for students who are deaf or hard of hearing
  • List the core principles of Universal Design for Learning (UDL)

ASHA Corporate Partners